THIS STUDY WAS AN EXPERIMENTAL COMPARISON OF TWO METHODS OF PROGRAMING TEACHING MACHINES. THE BASIC RESEARCH HYPOTHESIS WAS THAT SUBJECTS WHO USED TEACHING MACHINE PROGRAMS WITH EXPOSITORY PRESENTATIONS INTRODUCED BY PROBLEM-SETTING QUESTIONS WOULD LEARN AND RETAIN MORE INFORMATION AND WOULD LEARN MORE RAPIDLY THAN SUBJECTS WHO USED TEACHING MACHINE PROGRAMS WITH EXPOSITORY PRESENTATIONS ONLY. SUBJECTS WERE 96 EIGHTH-GRADE STUDENTS. IT WAS FOUND GENERALLY THAT THE USE OF PROBLEM-SETTING QUESTIONS TO INTRODUCE THE EXPOSITORY PRESENTATIONS IN TEACHING MACHINE PROGRAMS NEITHER INCREASES OR DECREASES THE RATE OF LEARNING OR THE AMOUNT OF INFORMATION LEARNED AND RETAINED. (LP)